2019 TCSD STARTALK
- Sign up here: https://tinyurl.com/TCSD2019
- Monday: Identifying living and non living things. (Click HERE)
- Tuesday: Identify basic needs of living things (food, air, light…). (Click HERE)
- Wednesday: Comparison between living things. (Click HERE)
- Thursday: Describing parts of living things (animals and plants). (Click HERE)
- Friday: Life-cycles. (Click HERE)
What will learners be able to do with what they know by the end of the program?
- The proposed program will draw themes from the Utah Core Standards for science for both 1st and 2nd grades. A major concept in the grade-level standards concerns Living and Non-Living things. Each language will develop and build upon the immersive environment of the school year classroom around the theme of Living and Non-Living things. Through this content, teachers will use comprehensible input,modeling, language support for extended utterances, and as well as engagement strategies and checks for understanding to nurture the students' novice level language skills. Specifically: Students will compare and contrast Living things in their community and those found in the target language countries (i.e.common wildlife). Students will identify weather and climate characteristics that support local Living things and target country Living things. Students will describe Living things found in Utah and target language locations using sentence frames and academic vocabulary. At the end of the Summer Learning program, students new to immersion will have better sense of what their school year will be like and what kind of learning they will do in their immersion classrooms. Returning immersion students will have learning opportunities to strengthen their nascent language skills and to slow summer loss between school years. Most importantly, the Summer Learning program will excite families about the languages they chose for their children and provide incentives for new families to register their children for these immersion programs.
PROGRAM CAN-DO STATEMENTS: Interpersonal Communication
- How can learners exchange information and ideas in conversations?
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PROGRAM CAN-DO STATEMENTS: Presentational Communication
- How can learners present information to inform, describe, or explain?
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How will learners demonstrate what they can do with what they know?
- PERFORMANCE ASSESSMENT TASKS: Interpersonal Communication
Program Can-Do Statements
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Performance Assessment Tasks
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- PERFORMANCE ASSESSMENT TASKS: Presentational Communication
Program Can-Do Statements
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Performance Assessment Tasks
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What lesson Can-Do Statements and resources will guide the development of Learning Plans?
Program Can-Do Statement
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Performance Assessment Task
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Lesson Can-Do Statements
- 1. I can say if a picture is representing a living or non-living thing.
- 2. I can ask and answer questions about living and non-living things that I found on the nature walk.
- 3. I can ask and answer questions about very familiar living and non- living things.
- 4. I can recognize the names of 3 needs of living things when they are mentioned.
- 5. I can say the names of 3 needs of living things.
- 6. I can say in phrase or simple sentence of needs of living things.
- 7. I can ask and answer questions of if it is a living thing or not and answer 3 needs of living things as a reason.
- 8. I can ask and answer simple questions of if it is a living thing or not with very familiar word/phrase and pictures provided from the teacher and answer 3 needs of living things as a reason.
- 9. I can ask and answer simple questions of if it is a living thing or not with pictures students draw and answer 3 needs of living things as a reason.
- 10. I can say the familiar simple sentence of “plant is a living thing” and “animal is a living thing.”
- 11. I can ask and answer questions with 5 students that if an assigned picture (animal or plant) is a living thing, as well as the needs of living things.
- 12. I can say if a thing is living, or non-living
- 13. I can name major parts of plants and major parts of different animals
- 14. I can say if a picture is representing a plant or an animal
- 15. I can name stages of a life cycle
- 16. I can name some stages of a human life cycle, and identify to which stage my family members and other people belong.
Program Can-Do Statement
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Performance Assessment Task
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Lesson Can-Do Statements
- 1. I can identify pictures of living and non-living things.
- 2. I can caption pictures of what I understand that are living or non-living things.
- 3. I can make a list of living and non-living things I saw on the nature walk.
- 4. I can complete a survey to identify living and non-living things.
- 5. I can recognize and sort pictures between living and non-living things
- 6. I can recognize the names of animal and plant when they are mentioned.
- 7. I can identify and sort the different parts of animal and plant drink, eat, breathe, and grow.
- 8. I can understand that both animal and plant is a living thing.
- 9. I can correctly mark a check on the parts of animal and plant using when they drink, eat, breathe, and grow.
- 10. I can compare a living and a non-living worm.
- 11. I can list differences between a living and a non-living worm.
- 12. I can distinguish between defining parts of living things and non-defining parts
- 13. I can identify and differentiate between plants and animals, and recognize their differences
- 14. I can sequence pictures of different life cycles
- 15. I can recognize and understand words, phrases, and simple sentences (written and spoken) related to the topic of a life cycle
Program information:
Tooele County School District - Utah (Student)
Language(s)
Grade Level(s)
Date(s)
Location(s)
Program Setting
Summary
Contact(s)
- TCSD STARTALK Summer Learning
Language(s)
- Chinese
Grade Level(s)
- K-2
Date(s)
- Jun 3, 2019 - Jun 7, 2019: Northlake - Mandarin Chinese (Face-to-face)
Location(s)
- Northlake Elementary - Mandarin Chinese, Tooele, UT
Program Setting
- Non-residential
Summary
- The TCSD STARTALK Summer Learning program will provide an engaging language learning environment for 400 children ages 5-9. These children are current and future immersion students in existing immersion programs in the district, and will continue their language learning in strong programs during the normal school year. As Novice language learners, they will receive age and proficiency level appropriate instruction over the course of five days (40 hours). Specific dates for each language learning week at the DLI school may vary.
Contact(s)
- (424)260-5566
- [email protected]